Académique Documents
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Annotated List
1. Exit Tickets
a. Gathering a small sheet of paper from the students with information such as
“What did you learn today?” or “Where have you heard this concept of sound
before?” and collect it at the end of class before they can leave the class.
b. It forces the students to think about what it is they did in class and write it down.
It also gives the teacher a way to figure out what they learned or where the future
2. Journal Entries
a. Having students enter into a journal an entry over a certain topic. They can write
about anything once prompted to and the prompts can consist of anything that the
b. Guides the future instruction based on what they wrote or didn’t write. Also gives
class.
3. Paper/Pencil Tests
a. Giving the students a document with questions over what has been learned over a
theory. Forces students to study and ensure that they know the material they will
a. Giving students a set number of measures in a piece to record and send it into the
teacher to listen to and give feedback to the students on how they can improve.
b. Forces the student to practice a given section and allows them to listen to
themselves play and assess themselves on what they can improve upon. Allows
the teacher a chance to hear each student individually on sections in the music
they are working on and the teacher can change future instruction to help all
5. Playing Tests
a. Similar to recordings but in person. Students get one chance to play a section of
b. Forces the students to practice their part well enough to play it on a first try and
allows the teacher to give immediate feedback to the student on how they can
improve.
6. Checklists
a. Clear criteria that is immediate feedback to the student. Consists of mostly “Is this
b. Gives the opportunity for peers to assess each other using criteria set by the
7. Listening Guides
a. A reflection written by the student outside of class over a piece of music assigned
by the teacher.
b. Gives students a way to listen to music that will pair with the music they are
working on in ensemble. Allows the teacher to read their reflection on the piece
and see if they are thinking musically or if they are thinking “Did I like this piece
of music?”
8. Portfolios
period of time.
b. Forces student to do certain things to make sure they meet all criteria of the
Implementation
*If anything doesn’t work in your classroom, adjust it so it suits your students and the needs of
your classroom.
1. Exit Tickets
before the bell rings to answer the question. The thought doesn’t need to be
complete. The sheet must be collected in a basket by the door before the students
can leave. The teacher will read them and use the information to change or
2. Journal Entries
a. A question or writing prompt is presented to the student at the end of class. The
students pull out their journal for class and are given are given 4-6 minutes to
write on that prompt. The prompt is pulled from a lesson that was previously
taught or a lesson that is getting ready to be taught so the teacher can know how
to adjust the lesson or what they need to retouch before moving on. Teacher will
collect student journals and respond to the students explaining what they need to
3. Paper/Pencil Tests
information that the students have already learned. Depending on the difficulty
of the test, students will have a set amount of time to answer each question before
moving on to the next activity. Tested information will be about music theory,
and music history only because those two areas are most widely accepted as
objective. Once completed with the test students will turn it in and it will be
4. Recordings
will record themselves using a computer or phone and send the audio file into the
5. Playing Tests
a. Students will be given an excerpt out of their music they are preparing in
ensemble rehearsals to be played in front of the teacher. During class, there will
be a work day, except for the students playing test time, in which they will go into
the office or small ensemble room and play that excerpt for the teacher. The
teacher will then fill out a rating sheet outlining levels in instrument carriage,
right notes, right rhythms, steady pulse, tone, pitch, or dynamics on scales of 1 to
5 (or smiley face to frowny face). It is important that there is a different set of
criteria sheet for each instrument and that you tailor the criteria for the specific
ensemble you are working with. Once done playing, the student will go back and
6. Checklists
a. This is used for simple tasks like posture, putting cases where they belong, sitting
in chairs and other “house keeping” tasks like that. Create a list consisting of
what is important to you for your students to do but keep them as clear as
7. Listening Guides
a. Teacher will assign a song that pairs with music they are learning in ensemble
rehearsal and tell to write a reflection over the piece. The first one you will
receive a lot of “I didn’t” or “I did like the piece of music” but the goal of it is for
them to think musically and apply what they are learning to their reflection. Give
each student a challenge such as “Can you identify the key of the piece.” Or
“What is the basic ostinato pattern throughout this piece of music, so they
continue to build upon their ears to help them in rehearsal without being told to
fill in a work sheet with all challenges like that written out.
8. Portfolios
a. At the beginning of the semester students will be given a rubric outlining what a
portfolio needs to look like. The rubric shouldn’t be set in stone to allow for the
student to include in it what they are proud of from their semester and want to
show. What should be there is: playing test ratings, programs from concerts
attended, checklists from the semester, the journal, listening guides, and
everything else in from the semester that can show that the student grew over
time.
Exemplars
1. Exit Tickets
b. Who have you listened to that demonstrates good tone on your instrument?
2. Journal Entries
a. What story would you put along with the piece we rehearsed today?
c. What did you hear in rehearsal today that still needs to be fixed?
3. Paper/Pencil Tests
5. Playing Tests
tone
right notes
rhythm
6. Checklists
Put the case back their locker once their instrument was out.
7. Listening guides
a. Listen to the Big Phat Band’s “Rotten Tomato” and write a chunk on the song.
8. Portfolios
attended including information about the composer of each piece and your own
story for the piece. Include two more criteria of your own choosing about each
performance.